A formative analysis of how preservice teachers learn to use technology
A formative analysis of how preservice teachers learn to use technology
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对职前教师如何学习使用技术的形成性分析
DOI：
10.1111/j.1365-2729.2007.00222.x
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
R. Kay
中科院分区：
文献类型：
--
作者：
R. Kay
一个全面的，正式的比较所使用的策略，中学教师学习如何使用新技术还有待研究。了解学习策略的相对优势和劣势，将为教育工作者和学生提供有益的指导。本研究旨在探讨合作学习、真实任务学习、正式教学和探究学习四种学习策略的有效性。在为期8个月的连续教育学士课程的开始和结束时，对74名在职教师（25名男性，49名女性）进行了调查，内容涉及他们的学习策略、计算机知识的变化以及在课堂上使用计算机的情况。合作学习和使用真实的任务是最受欢迎的策略-正式的教学是最不受欢迎的。协作学习方法是计算机知识增长的最佳预测因素。真实的任务和合作策略是教师在课堂上使用计算机的显着预测。对真实任务的偏好是学生使用计算机的唯一预测因素。无论策略偏好，选择一个以上的主要学习工具显着相关的学习量和使用的计算机在课堂上。能力与策略偏好无关。最后，女性更喜欢合作的学习方法，虽然他们更开放的使用多种策略比男性。
A comprehensive, formal comparison of strategies used by preservice teachers to learn how to use new technology has yet to be researched. Understanding the relative strengths and weakness of learning strategies would provide useful guidance to educators and students. The purpose of the current study was to explore the effectiveness of four learning strategies: collaboration, using authentic tasks, formal instruction and exploratory learning. Seventy-four preservice teachers (25 male, 49 female) were surveyed at the beginning and end of an 8-month, consecutive, Bachelor of Education programme, with respect to their learning strategies, change in computer knowledge and use of computers in the classroom. Collaborative learning and use of authentic tasks were the most preferred strategies - formal instruction was the least preferred. A collaborative approach to learning was the best predictor of gains in computer knowledge. Authentic tasks and collaborative strategies were significant predictors of teacher use of computers in the classroom. Preference for authentic tasks was the only predictor of student use of computers. Regardless of strategy preference, selecting more than one primary learning tool was significantly correlated with amount learned and use of the computers in the classroom. Ability was not related to strategy preference. Finally, females preferred collaborative approach to learning, although they were significantly more open to using multiple strategies than males.